ASSESSING ONLINE LEARNING

This paper addresses some key issues on how resources used to assess online learning (elearning) may permit this ever-growing teaching and learning process to become more reliable and feasible, and thus, more socially accepted. It draws on a study case of the assessment methods used in the virtual university of Fernando Pessoa University (UFPUV) with the administration of two different questionnaires to teachers and learners in order to gauge their perspective of the feasibility of the assessment process used in the elearning modality of courses at Fernando Pessoa University. In addition, a third questionnaire aims to analyse employers’ perspective of the social acceptability of distance education (elearning) when compared to face-to-face courses.

Despite the growing use of elearning in education, namely in higher education, and the many advantages attributed to this learning and teaching methodology, criticisms have been directed at the types of assessment used and the ways the assessment is administered since, at times, the teacher has no control over the assessment answers produced by the learner. However, the introduction of virtual classrooms, such as Blackboard Collaborate, which permit communication through both image and video, may lead to a greater acceptance of the assessment used in elearning since the teacher can see each of the students – if the number of learners being assessed is limited – and thus have more control in this process. There is still, nonetheless, no sure way of ensuring that the learner is not being helped or having access to other resources during the assessment.

The wide range of assessment methods available include synchronous (through learners’ in chatrooms and virtual rooms) and asynchronous assessment (namely participation in discussion forums and test tools of the elearning platform); the use of rubrics and, an increasingly used means of assessment which requires learners to make their own self-assessment and reflect on their own learning before presenting their e-portfolio; the traditional summative and formative tests; and peer collaboration. Whichever method is used, assessment should always be continuous and the learners should be provided with immediate and constructive feedback.